| ABSTRACT | 第1-7页 |
| 摘要 | 第7-9页 |
| List of Abbreviations | 第9-13页 |
| Chapter Ⅰ Introduction | 第13-17页 |
| ·General Description of the Study | 第13页 |
| ·Motivation of This Study | 第13-15页 |
| ·The Urgent Demand for the Research on CSs | 第13-15页 |
| ·Lack of Study of This Aspect in the Literature | 第15页 |
| ·Significance of This Study | 第15-16页 |
| ·Structure of This Thesis | 第16-17页 |
| Chapter Ⅱ Literature Review | 第17-40页 |
| ·Historical Review on CSs | 第17-20页 |
| ·CS Studies Abroad | 第17-19页 |
| ·CS Studies in China | 第19-20页 |
| ·Definitions of CSs | 第20-23页 |
| ·The Interactional Approach | 第20-21页 |
| ·The Psycholinguistic Approach | 第21-23页 |
| ·Taxonomies of CSs | 第23-27页 |
| ·Tarone's Taxonomy | 第23-24页 |
| ·Faerch and Kasper's Taxonomy | 第24-26页 |
| ·The Nijmegen Project's Taxonomy | 第26-27页 |
| ·Relations Among the Three Taxonomies | 第27页 |
| ·On the Teachability of CSs | 第27-29页 |
| ·Factors Influencing the Use of CSs | 第29-33页 |
| ·CSs and L2 Proficiency | 第29-30页 |
| ·CSs and Communication Context | 第30-31页 |
| ·CSs and the Classroom Language Learning Situation and the Style of the Teacher | 第31页 |
| ·CSs and Task Content | 第31-32页 |
| ·CSs and the Students' Attitude towards Language Learning | 第32-33页 |
| ·CSs and the Students' Insufficient Knowledge and Skill to Use Achievement Strategies | 第33页 |
| ·CSs Used in This Research | 第33-39页 |
| ·Social Affective Strategies | 第34页 |
| ·Fluency-Oriented Strategies | 第34页 |
| ·Negotiation for Meaning While Speaking Strategies | 第34-35页 |
| ·Accuracy-Oriented Strategies | 第35页 |
| ·Message Reduction and Alteration Strategies | 第35-36页 |
| ·Message Abandonment Strategies | 第36页 |
| ·Time-Gaining Strategies | 第36页 |
| ·L2-Based Strategies | 第36-37页 |
| ·Attempt to Think in English Strategies | 第37页 |
| ·L1-Based Strategies | 第37-38页 |
| ·Non-Linguistic Strategies | 第38页 |
| ·Appeal for Assistance Strategies | 第38-39页 |
| ·Summary | 第39-40页 |
| Chapter Ⅲ Methodology | 第40-47页 |
| ·Research Purpose | 第40页 |
| ·Research Questions | 第40页 |
| ·The Subjects | 第40-42页 |
| ·Research Methods | 第42-45页 |
| ·Quantitative Research Methods | 第42-44页 |
| ·Qualitative Research Method | 第44-45页 |
| ·Data Collection Procedures | 第45页 |
| ·Data Analysis Methods | 第45-46页 |
| ·Descriptive Analysis | 第45-46页 |
| ·Correlaltion Study | 第46页 |
| ·Summary | 第46-47页 |
| Chapter Ⅳ Results and Discussion | 第47-84页 |
| ·Use of CSs in the Questionnaire | 第47-51页 |
| ·Frequency of Students' Use of CSs in the Questionnaire | 第47-48页 |
| ·Differences in the Students' Use of CSs between High(NO.=39)and Low Proficiency Group(NO.=41)in the Questionnaire | 第48-51页 |
| ·Use of CSs in the oral test | 第51-62页 |
| ·Frequency of Students' Use of CSs in the Oral Test | 第51-60页 |
| ·Differences in the Students' Use.of CSs between High(NO.=39)and Low Proficiency Group(NO.=41)in the Oral Test | 第60-62页 |
| ·Relationship between the Use of CSs in the Questionnaire and CSs Used in the Oral Test | 第62-69页 |
| ·Relationship between the Use of CSs in the Questionnaire and CSs Used in the Oral Test of the whole group | 第62-65页 |
| ·Relationship between the use of CSs in the questionnaire and the use of CSs in the oral test of high proficiency group | 第65-67页 |
| ·Relationship between the use of CSs in the questionnaire and the use of CSs in the oral test of low proficiency group | 第67-69页 |
| ·Factors affecting the use of CSs | 第69-84页 |
| ·Proficiency Level | 第70-73页 |
| ·Communicative Context | 第73-75页 |
| ·The Classroom Language Learning Situation and the Teaching Style of the Teacher | 第75-78页 |
| ·Task Content | 第78-79页 |
| ·The Students' Attitude toward CSs | 第79-80页 |
| ·The Students' Insufficient Knowledge and Skill to Use Achievement Strategies | 第80-82页 |
| ·Summary | 第82-84页 |
| Chapter Ⅴ Conclusions | 第84-91页 |
| ·Major Findings | 第84-86页 |
| ·Findings of Research Question One | 第84页 |
| ·Findings of Research Question Two | 第84-85页 |
| ·Findings of Research Question Three | 第85页 |
| ·Findings of Research Question Four | 第85-86页 |
| ·hnplication for the Development of Strategic Competence | 第86-89页 |
| ·Diversification of Communicative Contexts | 第86页 |
| ·Improvement of Classroom Climate | 第86-87页 |
| ·Problems of the Present Listening and Oral Materials | 第87页 |
| ·Raising the Learners' Metacommunicative Awareness of CSs | 第87-88页 |
| ·Encouraging the Use of Achievement Strategies | 第88页 |
| ·Teaching Achievement Strategies by Providing Models | 第88-89页 |
| ·Limitations of the Present Study | 第89页 |
| ·Suggestions For Future Research | 第89-91页 |
| BIBLIOGRAPHY | 第91-94页 |
| APPENDIX | 第94-100页 |
| APPENDIX Ⅰ | 第94-98页 |
| APPENDIX Ⅱ | 第98-99页 |
| APPENDIX Ⅲ | 第99-100页 |
| ACKNOWLEDGEMENTS | 第100-101页 |
| PUBLISHED PAPERS | 第101页 |
